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Purpose: This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost. Design/methodology/approach: This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed. Findings: Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options. Practical implications: Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings. Social implications: Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development. Originality/value: This study's results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study's finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities. [ABSTRACT FROM AUTHOR]

This paper used a new source of information (ESRU-EMOVI NL) to estimate, for the first time, the lower limit of unequal opportunities in a federal state in Mexico. Using the former criterion concerning unequal opportunities, a lower threshold indicated 35% inequality in economic resources in the state. As at the national level, the main contributors to unequal opportunities in the state are unequal economic resources by origin and parental education. However, in contrast to what has been observed, for the country as a whole, inequalities associated with people's skin tone account for 5% of observed unequal opportunities. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of research aimed at examining the life stories of teachers who have experienced migration moves between Mexico and the U.S. and are currently engaged in English Language Teaching in Mexico. Drawing from a larger research project into the transnationals' learning trajectories in two Mexican states, the study presents three life stories to illuminate three broad transnationalism patterns leading to the achievement of different levels of investment in social, educational and professional practices. The paper uses a theoretical framework based on the interrelationship between transitions, identity, and agency to analyse how participants' interpretations of transnational experiences facilitate or hinder their engagement in social, educational and professional activities. Main findings support Casinader's (2017) perspective of transnationalism as a 'dynamic instability' showing that transnationalism is achieved differently by each of the participants. Participants' stories revealed that this has profound implications for their levels of investment since their subjective interpretations of life experiences played an important role in their levels of social, cultural and professional involvement. [ABSTRACT FROM AUTHOR]

National education policies often emerge from the global arena. These global policy norms hold the promise that reforms will produce similar education and development outcomes in different contexts. However, research on how and why global education reforms are practised 'on the ground' and with what effects is still scant. In this paper, we investigate how two global education agendas, namely Universal Primary Education (UPE) and Competency-Based Education (CBE), are enacted and re-contextualised in Uganda and Mexico. By drawing on data obtained from extensive field research in both countries, we explore how these global policies were translated into practice within their situated, professional, material and external contexts. Our research shows that in both cases the enactment of global policies differed widely from universal agendas. We, therefore, argue that global education norms in education can also reproduce existing inequalities or even lead to new forms of inequalities at the local level. [ABSTRACT FROM AUTHOR]

There is now an extensive body of research concerning the OECD's Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation's education system both circulate within, and are engaged by, educators and policymakers at different levels of the education system. This paper reports on a large multi-scalar, multi-method and multi-actor dataset on the Mexican education system, where we explore what actors located at different scales know about PISA, and whether and how they use it in education policy and practice decisions. From a set of different vantage points we show the highly contingent and unpredictable 'life of numbers' – from teachers in schools who barely know about and engage with PISA data, to politicians who use PISA to legitimate their own political purposes, or policymakers who draw upon much earlier renditions of PISA so that it now enters into Mexican education policymaking and shapes practices through a metaphoric back door. We reflect theoretically on these processes and practices, arguing for a more complex and nuanced reading of large-scale assessments like PISA. [ABSTRACT FROM AUTHOR]

This paper estimates the effects of extending the school day during elementary school on students' educational outcomes later in life. The analysis takes place in the context of a large-scale program introduced in 2007 that extended the school day from 4.5 to 8 h in Mexico City's metropolitan area. The identification strategy leverages cohort-by-cohort variation in full-time enrollment in elementary schools. The results indicate that full-time elementary schools have positive and long-lasting effects on students' performance, increasing high-stakes high school admission test scores by 4.8 percent of a standard deviation. The effects are larger for females than for males. The difference in the effects between males and females of 2.1 percent of a standard deviation represents 16% of the gender gap in the high school admission exam. Moreover, full-time schooling decreases the probability of delays in schooling completion. [ABSTRACT FROM AUTHOR]

This paper seeks to explain, how middle-school principals in the state of Morelos, Mexico, experience, perceive and heed violence that is generated inside and outside school campuses throughout 10 years implementation of the "School Safety Program". The research is a qualitative study, the tools employed were observation, and a survey with open-ended questions addressed to 82 middle-school principals. The findings show school agents have developed metacognitive security practices for the resolution of contextual problems of school violence likewise, they work collaboratively with parents, teachers, students, and the community. [ABSTRACT FROM AUTHOR]

In the context of road safety, improvements in road traffic education have been recognized in several countries as an instrument for reducing road accidents. However, the level of road safety education imparted by different institutions lacks an objective performance measure regarding the level of awareness that different participants in the transport process have concerning road transportation risks. Based on an analytical hierarchy process to weigh the relative importance of different questions, in this paper, the fundamentals of a road safety questionnaire are presented and discussed, including the corresponding references for the contents of each question. This test was designed for six road transport participants: car drivers and passengers; public bus, motorcycle and bicycle riders; and pedestrians. For each of these participants, six areas of knowledge were addressed: applied situations, courtesy and urbanity, infrastructure, safety and human factors, traffic signals and rules/recommendations. The target population for applying the test was the inhabitants of the City of Santiago de Queretaro, Mexico. For a grading scale of 1 to 10, the lowest and highest grades were obtained by motorcycle riders (5.72) and pedestrians (8.84), respectively, which denotes the need for better instructions for motorcyclists regarding road safety. [ABSTRACT FROM AUTHOR]

Even in marginalized towns it is possible to find school communities that have developed relationships that encourage the construction of institutional cultures and management structures prone to superior academic performance compared to others within the same context. This paper presents the findings of a qualitative research project conducted in 8 towns and 16 schools in Mexico. The analytical framework is based on Kenneth Gergen’s social constructionism. The paper highlights the role of the school’s principal in the construction of relationships in the school community and the build-up of practices leading to shared meaning and goals. The desire and ability of the principal to promote dialogue and provide spaces for it are central, as well as her or his ability to interpret and translate the needs of parents and community, and the systemic norms from the Ministry of Education, to the reality of the community and the parents. [ABSTRACT FROM PUBLISHER]

Objectives: To describe the comprehensive sex education (CSE) coverage and to evaluate a set of indicators related to knowledge, attitudes, and practices associated with the seven components of the CSE framework among Mexican high-school students. Methods: We conducted a cross-sectional survey of a nationally representative sample of students in public and private high schools in Mexico. Questions about CSE coverage and about knowledge, attitudes, and practices related to sexual health were included. We present descriptive statistics for demographic characteristics, exposure to CSE, and sexual health outcomes. We fitted a series of multivariate logistic regression models to examine the association between each CSE component exposure and sexual health outcomes, adjusting for age and sex. Results: There were significant associations between being exposed to each CSE components and the related sexual health outcomes. The strongest one was for identifying effective contraceptives among those exposed to the Sexual and Reproductive Health component (SRH) (OR 4.10; 95%CI[2.93,5.75]). Also, students exposed to the relationships component had 20% higher odds of affirming they could convince their partner to use condoms (OR 1.20; 95%CI[1.05,1.36]). Conclusions: This paper provides evidence of the potential beneficial effects of CSE on attitudes, knowledge, and behaviors regarding sexual and reproductive health among adolescents. In addition, it identifies areas that should be strengthened to increase the positive impact of CSE. [ABSTRACT FROM AUTHOR]

This paper examines students who live in Mexico but attend school in the U.S., and looks into the factors associated with their decision to study abroad. Based on Mexico’s 2015 Intercensal Survey, cross-border students are described in terms of their number, location, educational level and socioeconomic characteristics. Subsequently, the study estimates probit models to analyze the factors associated with studying in the United States. Cross-border students are mainly U.S.-born and concentrated in Tijuana and Ciudad Juárez. The probability of being a cross-border student is positively associated with age, household income and having a household member who was born in the U.S. or is a cross-border worker. Cross-border students come from high-income households with strong ties to the United States. The decision to study in the U.S. is likely taken due to the higher quality of the country’s education system and to facilitate an eventual transition into the U.S. labor market. [ABSTRACT FROM AUTHOR]

Policy makers are concerned about the socio-economic consequences of population ageing. Policies often rely on estimations of support ratios based solely on the population age structure. We estimate Generational Support Ratios (GSRs) considering health heterogeneity of the population age 60+ and education heterogeneity of their offspring. We explore the effect of a public policy that changes the education of a targeted sub-group of women when they are young on their health once they become older, taking into account changes in demographic processes (i.e. marriage, fertility, offspring's education). We used the model presented by Kye et al. for the Korean context and examine the Mexican context. Our paper has three objectives. First, by applying this framework to the Mexican context we aim to find that improvements in women's education may mitigate the negative consequences of population ageing directly and indirectly through subsequent demographic behaviours that altogether affect GSRs. Second, by making a cross-national comparison between Korea and Mexico, we aim to quantify how policies of educational expansion have different impacts in contexts in which the population age 60+ have universal access to health care compared to contexts in which access to health care is selective. Third, by comparing cross-nationally we aim to show how differences in family processes across countries alter the pathways through which improvements in education affect GSRs. [ABSTRACT FROM PUBLISHER]

This paper explores the development of Mexican Revolutionary land epistemologies in the years following the global Great Depression. Demonstrating how ideas about agrarian life informed national development efforts across multiple spheres, including public education, state-sponsored media, and governmental conservation projects, it argues that human-nature relations were constitutive of state visions of Revolutionary citizenship. Scholarly work interrogating the role of scientific knowledge in land politics has focused on the ways that territorial dispossessions are routed through expert truth claims; this study deviates from that work by asking how resource conflicts can also produce new knowledge to support progressive platforms for change. [ABSTRACT FROM AUTHOR]

In this paper we analyze the role of expected labor and marriage market returns as determinants of the college enrollment decisions of Mexican high school graduates. Moreover, we investigate whether the (relative) weights of these factors differ by gender. We use data on individuals’ expectations regarding future labor market outcomes which we directly elicited from the youths, and two different measures of marriage market returns. First, marriage market returns are proxied by the (net-)supply of potential partners in the youths’ local marriage markets. Second, we use data which elicits youths’ beliefs about their future spouse's earnings conditional on their own education level. We find that labor market as well as marriage market returns are important determinants of the college enrollment decision. However, boys’ and girls’ preferences differ in terms of the relative role of the two determinants, in that the relative weight of labor market versus marriage market returns is larger for boys than for girls. [ABSTRACT FROM AUTHOR]

This article shows the results of a qualitative/documentary study on intercultural education carried out in the mountain region of Guerrero, Mexico. The paper analyzes in particular the Universidad Intercultural de los Pueblos del Sur, which has been able to develop a project in intercultural education and even expand it to five municipalities in the state of Guerrero. The university represents a space of informal education for indigenous youth, using an educational model oriented to the rural perspective and encouraging abilities in communities and families through technical assistance by transferring technology and specialized knowledge in agricultural activities. The paper concludes by making recommendations that orient intercultural educational practice, taking into account the evidence contributed by research. [ABSTRACT FROM AUTHOR]

This work offers an analysis of the development of the concept of educational justice in Mexico from the mid 1970s to the first decade of the 21st century. Based on a perspective underpinned by conceptual history and hypotheses on the externalization of the compared education approach, this paper highlights a reemergence and sedimentation of the concept of educational justice during the 1990s, both in academia and official discourse. This is explained in part by growing social and educational inequalities and the externalization of national discourse, which have fostered an original hybridization that points towards a renewal of optimism in schools, and the possibility of more just - or simply less unjust - societies. [ABSTRACT FROM AUTHOR]

The paper presents results of a cross-sectional study regarding schoolchildren's seismic risk perception, awareness, and preparedness in a sample size of 817 in the state of Oaxaca, Mexico. The approach is the application of a questionnaire survey. The main conclusion is that schoolchildren considered in the study are vulnerable to earthquakes due to the lack of a seismic education program. Some relevant results are summarized as follows: (1) over 50% of schoolchildren reported “little fear,” about 25% reported “a lot of fear” during earthquakes, and 19.4% reported low levels of perceived coping abilities; (2) male children get less afraid and show an increased degree of belief in their ability to cope emotionally with earthquakes than females; (3) about 50% of schoolchildren showed deficiencies in knowledge about earthquakes; (4) older schoolchildren (fifth to sixth grade) are more knowledgeable on earthquakes than younger ones (third to fourth grade); (5) a significant number of schoolchildren are not well prepared for what to do before, during, and after an earthquake; and (6) in general, urban schoolchildren are better prepared toward earthquakes than semi-rural schoolchildren. [ABSTRACT FROM AUTHOR]

Although Mexico had a significant increase in years of schooling in the last 20 years, the quality of its education system -an important determinant of long term growth- is far from being satisfactory. Using the results from the first standardized test in upper middle school (ENLACE MS), the paper shows that a model including household, personal, institutional, and school characteristics can account for more than 40 percent of the total differences observed in math scores. From a policy perspective, the paper's results suggest that education authorities interested in fostering education quality should concentrate in improving school infrastructure, the quality of its teachers and the relationship between students and school authorities. [ABSTRACT FROM AUTHOR]

Compulsory high school education is a process that has been developing, with different characteristics, in some Latin American countries. In Mexico, the H. Congress of the Union modified the 3rd and 31st articles of the Political Constitution of the United Mexican States to extend compulsory education to high school from 2012. Although there is a growth of enrollment in this level of education, many young people do not attend high school or they interrupt their studies. With the purpose of describing some characteristics of this process in Mexico, I present reflections that emerged from a recently concluded research in dialogue with the current bibliography. It is a study that analyzes, from an ethnographic perspective, the accreditation of subjects in everyday life at Colegio de Bachilleres high school in Mexico City. We claim that the credit system is affected by a mandate that is present in current educational policies: to improve young people's indexes of access to school, enrollment, and passing courses in high school. The aim of this paper is to identify challenges for the institutions that are envisioned in the future. [ABSTRACT FROM AUTHOR]

This paper presents a comparative analysis in relation to the emergency of the studies on educational inequalities in Mexico and Argentina, between the fifties and sixtys of the twentieth century. Theoretics, methodologic and comparative perspective is used, for draw up to similarities and differences between both countries. Two points are relevant: convergence is highlighted in the rationales underlying the emerging research on educational inequalities in both countries, as well as the relevance of certain discursive transfers between international and na tional productions, both facts makes each case singu lar and sig nificant. [ABSTRACT FROM AUTHOR]

Intercultural higher education in Mexico works toward the creation of new professional, cultural, and linguistically pertinent profiles that empower indigenous youth and their communities. This paper presents the empirical results of a research project that ethnographically accompanies young graduates from an intercultural Mexican university, Universidad Veracruzana Intercultural. The objective is to describe the way this institution develops knowledge/activities by opening up to other types of knowledge; an analysis is made of the characteristics of the university's recent graduates, and their academic and community knowledge is presented. [ABSTRACT FROM AUTHOR]

This paper explores the epistemological diversity and indigenous praxis present in intercultural education, through the case of Instituto Superior Intercultural Ayuuk (isia) in Jaltepec, Oaxaca, Mexico. The main objectives are to outline the range of conceptions of intercultural education, describe its key articulations, and explore the way that knowledge is conceived, constructed, and transmitted in this institute. Two arguments are stated: a) The lack of a predetermined meaning in intercultural higher education allows people from diverse backgrounds to become interested in and form part of this project, enabling new epistemological diversity; b) Although isia uses the praxis and social organization of the Ayuuk people, a more profound dialogue is still lacking among diverse types of knowledge and epistemological frameworks. Therefore, isia represents an important case for exploring the negotiation among diverse perspectives to construct a unique vision of intercultural higher education. [ABSTRACT FROM AUTHOR]

This paper reviews Mexico's mixed track record in pursuing the Millennium Development Goals, with progress in health and education but a seemingly entrenched problem of poverty. Given that the country is one of the most equal in Latin America, the paper goes on to disaggregate the data and analysis to subgroups or regions. Regional disparities are stark in terms of education and infrastructure, as well as in poverty, with a NorthSouth divide in the country and indigenous groups worst off in terms of poverty, illiteracy levels, gender equity and basic infrastructure. Nevertheless, there are positive trends based on an assessment that shows slow but steady convergence across three variables, life expectancy, education enrollment and literacy rates. The paper recommends focus on vulnerable subgroups and regions learning from successful national programs. [ABSTRACT FROM AUTHOR]

This paper presents a study carried out in the rural communities of San José Navajas, Jesús María, and Chichimequillas in the municipality of El Marqués, in the state of Querétaro, Mexico. Taking into account the theory of mental spaces, the objective was to discover and explain the community members' perception of their filling the jobs created by the opening of the international airport and two industrial parks in the region. Twenty-three semi-structured interviews were conducted with qualified respondents in the communities. The results show that independent from their precarious economic situation, the inhabitants recognize the importance of the relation between education and work in obtaining better jobs. The observation is made that the respondents' social image and individual perceptions recognize that education is a factor in personal development. [ABSTRACT FROM AUTHOR]

This paper addresses processes of sociocultural appropriation in the federal school project, as verified in rural locations in the eastern part of the Valley of Mexico, during the expansion of the Secretariat of Public Education between 1922 and 1940. Documentation includes incidents of cultural conflict involving neighbors and users of schools featuring the so-called pedagogy of action used in federal schools. The analysis is centered fundamentally on the conflict surrounding practices of teaching for life, coeducation, and the growth and encouragement of the new measures that schools inspired by such pedagogy were expected to understand. The analysis of incidents reveals not only the forms of resistance generated by rural nonconformity but also the negotiating processes that molded the local cultural appropriation of the school project. [ABSTRACT FROM AUTHOR]

This paper presents a transversal study with a predominantly qualitative methodological profile that describes the evolution of academic self-concepts during adolescence. The sample consisted of 150 young people from various schools in the state of Sinaloa: fifty students per age group (twelve, fifteen, and eighteen years old), divided equally between males and females. Three instruments were used: a) a Piagetian critical clinical interview, b) self-concept questionnaire form 5, and c) profile of self-perceptions. The results show that change undergone in the academic self-concept has a flexible nature during adolescence and decreases at age fifteen; as in other studies, no differences by gender were seen. In spite of their provisional nature, the results may serve in the design of strategies that contribute to configuring adolescents' self-concept, that improve their performance as students, and that stimulate their personal development. [ABSTRACT FROM AUTHOR]

The paper examines the recent national programme of English language instruction in the Mexican public primary schools, called the Programa Nacional de Inglés en Educación Básica (PNIEB). The programme, initiated in 2009 by the Ministry of Education as part of the national curriculum, represents the largest expansion of English teaching in Mexico's history, entailing the hiring of 98,000 new English teachers. It is the result of an explicit educational policy intended to prepare Mexicans for the twenty-first century by emphasising linguistic and digital abilities: meaning a massive increase of English and computer skills in public schools. The launch of the programme also coincides with a major reform of basic education, as well as the extension of compulsory education from 9 to 13 years. Nevertheless, implementing the English programme, nationally and simultaneously throughout Mexico's 32 states, presents considerable challenges for a public education system that is already under-resourced. The author describes the complexity of the programme in several local contexts. The Mexican programme is analysed as part of a growing trend to expand public primary English language teaching (PELT) in Latin America and developing countries as part of an educational policy to make them more economically competitive. [ABSTRACT FROM AUTHOR]

In this paper, we use a new database for Mexico to model the possible long-run effects of the pandemic on learning. First, based on the framework of Neidhöffer et al. (2021), we estimate the loss of schooling due to the transition from in-person to remote learning using data from the National Survey on Social Mobility (ESRU-EMOVI-2017), census data, and national statistics of COVID-19 incidence. In this estimation, we account for the attenuation capacity of households by econsidering the parental educational attainment and the economic resources available to the household in the calculation of the short-run cost. Secondly, we estimate the potential long-run consequences of this shock through a calibrated learning profile for five Mexican regions following Kaffenberger and Pritchett (2020a, 2020b). Assuming the distance learning policy adopted by the Mexican government is entirely effective, our results indicate that a learning loss equivalent to the learning during a third of a school year in the short run translates into a learning loss equivalent to an entire school year further up the educational career of students. On the other hand, if the policy was ineffective, the short-run loss increases to an entire school year and becomes a loss of two years of learning in the long run. Our results suggest substantial variation at the regional level, with the most affected region, the South experiencing a loss thrice as large as that of the least affected region, the Centre region. • We integrate the Potential Pedagogical Function with recent modelling approaches of the costs of class disruptions. • We estimate COVID-19 produced a learning gap between a 0.3 and 1 school year with respect to intended learning in Mexico. • In the absence of attenuation measures, we estimate a long-run learning gap between 1.27-2.11 school years of learning. • In the south of the country, the short-run gap lies between 0.47 and 1.12 non-realised school years of learning. • For the long-run gap, we estimate a gap between 1.91-3.02 non-realised school years of learning in the south. [ABSTRACT FROM AUTHOR]

The essay by Backhoff and Contreras published in issue 63 of Revista Mexicana de Investigación Educativa offers solid evidence of bias in the results of the enlace test. The authors conclude that the "inflation" of scores can be explained by "testing conditions and the consequences associated with scores". Both elements, which are not developed in the authors' work, are a reminder of the context of implementing teacher evaluations in recent years, by means of a system of political interactions between educational authorities and the teachers' union. This paper attempts to offer some explanatory elements of the relation between the Secretariat of Public Education and the National Union of Workers in Education, with regard to this subject. The guiding idea--which various authors have developed in depth--stipulates that for several decades, the form and content of basic educational policies in Mexico have arisen from such relations. [ABSTRACT FROM AUTHOR]

This paper describes the validation process of measuring children’s attitudes and values toward the environment within a Mexican sample. We applied the Model of Ecological Values (2-MEV), which has been shown to be valid and reliable in 20 countries, including one Spanish speaking culture. Items were initially modified to fit the regional dialect, culture, and bioregional context of our Mexican population. In Stage 1, we applied the scale to quantify the environmental attitudinal and value impacts of an environmental service learning program with 22 children in Baja California Sur, Mexico. Program effects were evaluated using a pre-test/post-test design quantifying preservation and utilization views of the environment. Based upon further cultural insights and the results from Stage 1, in Stage 2, we modified two more items to reflect the culture of philanthropy and associational life in Mexico. To test the structure of this finalized instrument, we applied the model in Stage 2 with a group of 335 children. We successfully extracted the already known factor structure covering the two higher order values of preservation and utilization. In general, the underlying primary attitudes were also confirmed, with the exception of two neighboring ones: Care with Resources and Intent of Support, which merged into one. [ABSTRACT FROM PUBLISHER]

This paper discusses the gestation process, implementation methodology, and results obtained from the initiative to use e-learning to train human resources for health, six years after the launch of the Virtual Campus of Public Health of the University of Guadalajara (Mexico); the discussion is framed by Pan American Health Organization(PAHO) standards and practices. This is a special report on the work done by the institutional committee of the Virtual Campus in western Mexico to create an Internet portal that follows the guidelines of the strategic model established by No do Méxicoand PAHO for the Region of the Americas. This Virtual Campus began its activities in 2007, on the basis of the use of free software and institutional collaboration. Since the initial year of implementation of the node, over 500 health professionals have been trained using virtual courses, the node's educational platform, and a repository of virtual learning resources that are interoperable with other repositories in Mexico and the Region of the Americas. The University of Guadalajara Virtual Campus committee has followed the proposed model as much as possible, thereby achieving mostof the goals set in the initial work plan, despite a number of administrative challenges and the difficulty of motivating committee members. [ABSTRACT FROM AUTHOR]

How can we research our practices as educational researchers from a post-foundational perspective? How can we build tools of intellection that explain the historical and biographical conditions of the individual who performs research in the educational field? This paper centers on the subject of a biography as a discursive/textual and political subject from a post-foundational perspective. The conceptualization turns to the categories of discourse (Laclau) and text (Derrida) as a theoretical enclave, and based on current research on the academic trajectories of educational researchers, four dimensions of analysis are developed: collective experience, academic professionalization, institutional life, and biographical educational experience. The purpose is to show some examples of the emergence of the subject of biographies. [ABSTRACT FROM AUTHOR]

The objective of this paper is to research children's and teenagers' understanding of signatures, in terms of formal characteristics and the way this knowledge is made manifest during the challenging process of producing a signature of one's own. The data we present show that in the age range under study (7-15 years old), the participants have made precise reflections on signatures and the type of resources and graphic elements necessary in writing of this type. The analysis focuses on three main areas for articulating the participants' process of constructing their signature: legibility, graphic appearance, and the conservation or omission of elements from the name itself. [ABSTRACT FROM AUTHOR]

In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings. [ABSTRACT FROM PUBLISHER]

This paper explores the difficulties that novice teachers confront at two economically, socially, and academically disadvantaged schools in the state of Nuevo Leon, Mexico. The researchers employed the action research tradition. Problems were identified using participant observation during reflexive workshops conducted with novice teachers and also in school settings. Teacher-generated written documents during the workshops were also analyzed. The difficulties these teachers face include issues related to parent involvement, resources, students’ basic learning background, teaching strategies for students with particular needs, discipline, work overload, and career preparation and curricular reform. The identified challenges are similar to those that beginning teachers typically experience. However, results of this study highlight the ways in which the immediate working context and characteristics of Mexico’s educational system uniquely impact and structure the experience of novice teachers in disadvantaged schools. [ABSTRACT FROM PUBLISHER]

Abstract: The Mexican Oportunidades program is designed to increase human capital through investments in education, health, and nutrition for children in extreme poverty. Although the program is not expressly designed to promote a child's cognitive and non-cognitive development, the set of actions carried out by the program could eventually facilitate improvements in these domains. Previous studies on the Oportunidades program have found little impact on children's cognition but have found positive effects on their non-cognitive development. However, the majority of these studies use the average outcome to measure the impact of the program and thus overlook other “non-average” effects. This paper uses stochastic dominance methods to investigate results beyond the mean by comparing cumulative distributions for both children who are and children who are not aided by the program. Four indicators of cognitive development and one indicator of non-cognitive development are analyzed using a sample of 2595 children aged two to six years. The sample was collected in rural communities in Mexico in 2003 as part of the program evaluation. Similar to previous studies, the program is found to positively influence children's non-cognitive abilities: children enrolled in the program manifest fewer behavioral problems compared with children who are not enrolled. In addition, different program effects are found for girls and boys and for indigenous and non-indigenous children. The ranges where the effect is measured cover a large part of the outcome's distribution, and these ranges include a large proportion of the children in the sample. With regard to cognitive development, only one indicator (short-term memory) shows positive effects. Nevertheless, the results for this indicator demonstrate that children with low values of cognitive development benefit from the program, whereas children with high values do not. Overall, the program has positive effects on child development, especially for the most vulnerable, who are at the bottom of the distribution. [Copyright &y& Elsevier]

This article outlines the production of autobiographical texts in education during the last decade in Mexico. We have divided the paper into two sections. In the first section, based on the idea of field, we show the referents that have been valuable for us in approaching the biographical/educational field in Mexico, and the way biographies are disseminated in Mexican culture. h e second section centers on areas or interests in the biographical field, organized as three topics of broad interest for the academic community: biography/autobiography; oral histories/stories/life histories and trajectory. The article concludes with some reflections: the diversification of autobiographies; rel ection on experience and theory; the issue of truth in the biographical field; traditions regarding the utilization of sacred authors and the author's word in autobiographical research. [ABSTRACT FROM AUTHOR]

• After a year of closed schools in Mexico, youth aged 12 to 18 are spending overall 30 percent less time on their studies than pre pandemic. • Reduction of 14 percentage points in the probability of studying during previous week, potentially a predictor of more permanent dropout. • Effects of the pandemic on reducing time on studies are seen nationwide and occur for girls, boys, and youth in more urban and less urban areas. • General decrease in the probability of working outside the home with the pandemic but some small increases in work inside the home. • This is concerning as evidence shows the longer the time out of school the larger the reduction on learning. Studying how the pandemic affects the education and work of adolescents is a critical question with long lasting implications for well-being of the next generation, particularly in the developing world. The Covid-19 pandemic by mid-March 2020 had led to the closing of most educational institutions in Latin America and the Caribbean, and the region has been one of the worst hit by the pandemic (Sanmarchi et al., 2021). This paper uses the Mexican National Occupation and Employment Survey (ENOE) to provide evidence on the pandemic's effects on school and work of youth. We measure changes in the time use of adolescents comparing patterns just before the pandemic (January to March 2020) with those at the beginning of the following school year (September 2020), controlling for pre pandemic trends and potential seasonality. Our study finds a sharp reduction in the probability of being engaged in studies during the previous week for youth age 12 to 18 during the pandemic, as well as a reduction of about 30 percent in total hours spent on studies for those who report spending at least one hour on studies in the previous week. Time in work in general shows fewer changes than in time dedicated to studies, with some reductions in the probability of working outside the home for older youth, and a small increase in the number of hours dedicated to work inside the household. Our results overall are suggestive of an important decrease in youth who are engaged with school, who may be at particular risk for abandoning school permanently. It also suggests that even for those who remain engaged, there is a reduction on time spent studying likely to lead to a decrease in learning. Policies to combat potential dropout and negative effects on learning of the pandemic are urgently needed. [ABSTRACT FROM AUTHOR]

In this paper we study the normative framework for equity in the policies of the Mexican state, especially policies directed to higher education. Th e empirical referent was a set of documents that regulate and orient actions on inclusion and equity for attaining social cohesion in Mexico, based on the idea that our nation is constituted by diverse peoples and indigenous inhabitants, handicapped people, "alternate" movements, and other groups, and therefore must be governed according to the characteristics of all citizens. Th is document forms part of a broader research project referred to as the "Inter-University Framework Program for Equity and Social Cohesion Policies in Higher Education", within the work of the Latin American Research Network in Educational Policy (RIAIPE). [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the ethos of interculturalidad in Mexico's recently founded universidades interculturales. On the basis of documentation and interviews with faculty in five universities, institutionalisation of intercultural higher education within the state sector can be seen to have created a space in which the politics of recognition meet the radical ideas of educators in the tradition of constructivism and educación popular. Intercultural higher education does not select students on the basis of race, but the location of the campuses and the content of courses are designed to attract indigenous students. The introduction of field research early in the undergraduate course should transform the relationship between students and their communities of origin, and prepare them for leadership roles. The article concludes with a critique of what it calls ‘hard’ multiculturalism. [ABSTRACT FROM PUBLISHER]

While deleterious consequences of smoking on health have been widely publicized, in many developing countries, smoking prevalence is high and increasing. Little is known about the dynamics underlying changes in smoking behavior. This paper examines socio-economic and demographic characteristics associated with smoking initiation and quitting in Mexico between 2002 and 2010. In addition to the influences of age, gender, education, household economic resources and location of residence, changes in marital status, living arrangements and health status are examined. Drawing data from the Mexican Family Life Survey, a rich population-based longitudinal study of individuals, smoking behavior of individuals in 2002 is compared with their behavior in 2010. Logistic models are used to examine socio-demographic and health factors that are associated with initiating and quitting smoking. There are three main findings. First, part of the relationship between education and smoking reflects the role of economic resources. Second, associations of smoking with education and economic resources differ for females and males. Third, there is considerable heterogeneity in the factors linked to smoking behavior in Mexico indicating that the smoking epidemic may be at different stages in different population subgroups. Mexico has recently implemented fiscal policies and public health campaigns aimed at reducing smoking prevalence and discouraging smoking initiation. These programs are likely to be more effective if they target particular socio-economic and demographic sub-groups. [ABSTRACT FROM AUTHOR]

Educational quality in Mexico is a recurrent topic in the country's public agenda. For this reason, better information about its determinants is required to guide policy makers. This discussion is particularly relevant within the context of the educational reform proposed by the federal government. Existing research for Mexican students is limited because it does not take into account the change in scores, or it is constrained by regional analysis. The aim of the present research is to fill this gap in the literature by using longitudinal data to study the impact of school characteristics on educational achievement, building a model that takes into account changes in educational achievement through time. Because existing data does not allow the tracking of students through time or their linkage to individual teachers, this article uses intra-cohort data for students that participated in the national standardized test ENLACE for primary and secondary schools between 2007 and 2010. This paper addresses endogeneity problems using fixed effects models, HLM models and spatial techniques to associate school location with census data at the neighborhood level. This research provides elements to guide public policies focused on increasing student achievement. Results show that teachers' attendance and punctuality, evaluation of teachers' knowledge of curriculum and constant evaluation of student performance have a positive relationship to student achievement growth. Additionally, there is a persistent effect of the quality of school infrastructure, teaching materials and socioeconomic level of students. These results could be useful to provide more information for the current debate on educational reform. [ABSTRACT FROM AUTHOR]

This paper studies educational inequality in Mexico, examining educational differences between the country's states. To carry out this analysis, an adaptation of the statistical measure known as the Gini coefficient was used. The results show marked differences between Mexican states with regard to education. There are large inequality gaps between the states in Mexico that have persisted over time despite the fact that the data indicate that education has become more equal in all of the country's states. [ABSTRACT FROM AUTHOR]

Contrary to what happened before nafta, wage inequality in Mexico decreased after 1994. This paper investigates the forces behind the post-nafta decrease in wage inequality. Using a quantile decomposition, I show that the decline in wage inequality is driven by a decline in the returns to education and potential experience, especially at the top of the wage distribution. Supply and demand are the main contributors to this change. On the supply side, there were substantial increases in college enrollment rates after 1994, which translated into an increase in the proportion of workers with a college degree. However, this increase in supply was not met by an increase in demand for the highly educated: the proportion of the workforce in top qualified occupations and close to the top occupations did not increase as much as the increase in supply. As a result, college educated workers exercised wage pressure in top and less-than-top qualified occupations. A Bound and Johnson (1992) decomposition confirms that changes in relative supply are the main determinant behind the decrease in wage inequality. [ABSTRACT FROM AUTHOR]

Within the tradition of studies on the use or influence of research, this paper presents work on the relation between research and policy, based on the evaluation of higher education. The results show that educational research in Mexico has influenced the political agenda, by including arguments and reorienting debate, and even by modifying initiatives and programs; contributing factors have been the type of research, as well as the assumption or expansion of academic roles into circles of political decision-making. The report also identifies traits of interaction between researchers and government employees, while contributing to the comprehension of the use of research by weighing some of the involved elements. [ABSTRACT FROM AUTHOR]

This paper takes data from two researches, a local one and a national one. It aims to contribute in the articulation between the characteristics of the programs and the population interests and necessities; it exposes the senses that structure the experience of young of a marginal urban area in the center of Mexico and a group of Mayan women of the southeast of the country. The first is a Center of Education for Adults and it discovers that the local sense is structured from collectives such as family, social and productive activities, work, school exclusion experience and high valuation of cultural codes of the traditional school. The second is a Meeting Point of the National Institute for Adult Education in which the socialization, dialogue, teaching, organization for the community, resources appropriation to develop the social roles structure the sense of the experiences of the Mayan women. [ABSTRACT FROM AUTHOR]

A broadly defined scientific Capacity Building (CB) for Sustainable Development (SD) is needed all around the world, and the development of innovative capacities in the developing countries is a priority. For this, first we need to know his concept is applied in some developing countries. In this paper we present some Mexican experiences in the field of capacity building for sustainable development. The main problems are the monodisciplinary training of the specialists, the absence of a sound policy for promotion. career development and assessment of researches, as well as of their projects when they are interdisciplinary and development-oriented. The main proposals to solve these problems are the creation of mechanisms that foster and legitimize interdisciplinary work: a decentralized planning process with the specific objective of establishing the needs and orientations on a regional basis: provide resources to long-term projects, and finally, consensus on asking international funding agencies for stronger support for public higher education institutions in developing countries in order to increase and strengthen their capacity for education and research in general, and in the field of SD in particular. [ABSTRACT FROM AUTHOR]